MIMAROPA Region

SCHOOLS DIVISION OF PALAWAN

BROOKE’S POINT SCHOOL

TITLE : ASSESING COMPREHENSION OF GRADE 3 LEARNERS

THROUGH PROJECT “LIUSIM” LEARN INTERACTIVELY
USING INNOVATIVE MATERIALS

PROPONENT : CAREEN A. LAGAN

Teacher III/Brooke’s Point Central School

I. Context and Rationale

The significance of developing the learners reading performance and skills

builds a better nation. Children nowadays are fond of getting the manipulative process

of every task without emphasizing the importance of knowing the meaning of a printed

material. In result, mastery of which is being sacrifice to the extent that it affects the

whole interest and involvement of a learner to understand the information presented in

written form. Learners construct and discrimination skills as they read printed words

and pictures.

According to Program for International Student Assessment (PISA) reading

performance measures the capacity to understand, use and reflect on written texts to

achieve goals, develop knowledge and potential, and participate in society. Learners

who read independently have greater reading comprehension, verbal fluency, and

general knowledge than those who do not. They become better readers, score higher on

achievement tests in all subject areas, and have greater content knowledge than their

non-reading peers.

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 It is not logical to assume that a child will comprehend a word, a sentence, or a

paragraph that they do not recognize out of context. However, many words that are not

known to the reader visually may be successfully comprehend when presented in

meaningful context. Being unaware of a pupil’s overall reaction to the printed materials

may result to a problem of a teacher.

The onset of globalization ushered in the era of unprecedented changes brought

about by the advent of information and communication technology. Its rapid leap

compounded everyone’s life and sometimes it threatens one’s capacity of keeping

abreast of infinite innovation. (Ratheeswari, 2018).

Brooke’s Point Central School embraces change and accepts the challenges

caused by the COVID-19 crisis. The school is upskilling the learners to cope with the

demands in education. Reading program and intervention of the school is geared

towards the development of reading proficiency, values centered and anchored on

knowledge and information, concepts, process and delivery , work values and skills. It

also enhances the reading performance of learners.

In the local study conducted by Endaya, G.C (2022), it states that the needs of

today's educational environment, the demands of 21st-century education necessitate not

only technological advancement but also the usage of digital technologies. As a result,

Learning Commons (LCs) have become a buzzword in educational institutions.

Without an afterthought, it is important that the teacher must engage the learners

in an experiential, contextualized and authentic teaching- learning process. It is

important to bring the desired changes in the society as well as to develop a generation

of virtuous individual.

Across the cohort, Republic Act 10533 otherwise known as the Enhanced Basic

Education Act which stipulates that the program should meet the demand in reading
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 development. In response to this mandate, the curriculum was enhanced in terms of

specific skills and knowledge that pupils must develop to meet the requirements for

further learning.

As a matter of point of discussion, the challenge today is to increase as much as

possible the quality of learning to build and improve the skills of the learners. The

Elementary Education Curriculum Batas Pambansa Blg.232 which is the Educational Act

of 1982 states the state recognizes the primacy of the basic education to secure the future

of the youth and to achieve the development of the child especially on literacy.

In conclusion, the complexity of learning to perform activities is indisputable.

Also, with the implementation of K to 12 Basic Education curriculum which aims to

produce graduates that are globally competitive and in line with the thrust of the Medium

Term Philippine Development Plan (MTPDP) 2004-2010 and the Ten-Point Agenda of the

National Government to promote and support teaching and learning process specifically

enhancing skills to yield desired outcome on the learners’ level of proficiency in reading

literacy, thus, this action research is conceptualized.

II. Action Research Question

This study will determine the level of knowledge and comprehension of Grade 3

Lagan learners in reading through Project “LIUSIM.”

Specifically, it will answer the following questions:

1. What is the level of performance of Grade learners in pre-implementation

of the Project LIUSIM?

2. What is the level of performance of Grade 3 learners after the

implementation of LIUSIM?

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 3. What is the level of acceptability of the innovative material used in terms

of content, structure, and usability?

4. What intervention material may be proposed to enhance the reading

performance of Grade 3 learners in Brooke’s Point School?

III. Proposed Innovation, Intervention and Strategy

The researcher will develop innovative material to enhance the reading

performance of Grade 3 learners in Brooke’s Central School. This innovative material

will be used in support to reading performance of the learners in which the school is

implementing. The material to be prepared will be based on the learning competencies

under Most Essential Learning Competencies (MELC).

This innovative material will serve as a reading intervention to reinforce learning

growth and development among Grade 3 leaners. The teacher will use strategies

depending on the concept of the lesson. This will benefit the Grade 3 learners since

the material will be in the form of interactive activities such as spiral board puzzle,

spin a wheel challenge game and graphical pictures.

The proposed innovative material will greatly impact the performance of Grade 3

learners since they are engaged to work on individual and group activities

interactively. The use of improvised materials in the delivery of reading instruction

will provide Grade 3 learners a unique a new pathway of learning.

IV – Action Research Method

A. Participants and Sources of Data and Information

The respondents of this study will be composed of 35 learners who are enrolled in

Grade 3 for the school year 2022-2023 at Brooke’s Point Central School.

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 The data from the result of the pre and post-test will be the primary source of data.

Likewise, demographic profile of the learners will be considered as secondary sources

of data. The researcher will use a checklist to gather the data. It will be used throughout

the course of the research study. The foregoing will provide information for

interpretation of data and discussions as to the findings and recommendations that may

help to make this study worthy for consideration.

B. Data Gathering Methods

The researcher will seek permission from the Schools Division Superintendent

of Palawan to conduct the said undertaking. After approval, a letter will also be sent

to the school district supervisor and to the respondents to conduct the study.

Thereafter, the researcher will provide questionnaire to the respondents.

Similarly, an observation will be initiated to determine the reading performance of

Grade 3 learners. Subsequently, an interview will be initiated to gather data and to

validate and analyze the data gathered.

Data Analysis Plan

The proponent of this study will submit a proposal, conduct the study, and

distribute needed questionnaires and forms to be accomplished by the respondents for

interpretation of the results.

The pre-test and post-test will be referred to an expert juror for checking of its

organization, content, relevance, and appropriateness. All their suggestions will be

incorporated for the improvement and refinement of the instrument. Finally, the

instrument will be pre-tested. The data gathered will be classified, categorized, and

presented in tabular forms and were subjected to descriptive and inferential statistics.

The descriptive measures will be used are frequent count, percentage, ranking

and average weighted means.

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 Below is the formula that will be used for the interpretation of data:

P = f x 100

The weighted mean will be obtained by multiplying the frequencies by given

arbitrary weighted value. The total weighted values per item in the checklist will be

added and the sum will be divided by the number of responses in every item.

Weighted mean will determine the extent of degree of manifestation of the level of

performance by Grade 3 respondents. This formula will be used:

WM = TWM / n

Where: WM = weighted mean

TWV = total weighted value

n = total number of respondents.

V – Action Research Work Plan and Timeliness

Objectives Activities Time Resources Funding Remarks/

Frame Human Materials MOVs
Write an Do research March Researcher, Research Personal Gathering
action of related 2024 prospective materials, of
research literature respondents Printed information
proposal and studies , Principal, Articles, as basis
Conduct Teachers Books prior to the
pre-test and conduct of
interview, the study
Gather
evidence
related to
the study
Submit Preparation April 20, Researcher, Printed Personal Conduct an
Action of Action 2024 Principal, Research action
Research Research, District Paper, research
Proposal for Seek Supervisor Letter of
the conduct permission Intent
of the study and
approval

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 Administer Gathering May 2, Researcher, Questionn Personal Documents
the prepared data, 2024 Grade 3 aire, on Pre-test
action Assessment Lagan checklist, results
research of test result Learners observatio
proposal n form
Conduct an Conducting May 5, Researcher, Informed Personal Attendance
orientation to orientation 2024 Grade 3 Consent, and
parents Lagan Pledge of observation
Learners Commitm al checklist
, Parents ent

Administer Administeri May 12 Researcher, Pre-Test, Personal Assessment

Pre-Test and ng Pre-Test and 19, Grade 3 Post-Test results
Post-test and Post- 2024 Lagan Attendanc
test Learners e Sheet

Collect, Collecting, May 25, Researcher Questionn Personal Graph,

process, and processing, 2024 aire analysis and
interpret and interpretatio
collected data interpreting n
of data
collected
Submit result Submitting June5, Researcher Set of Personal Final Copy
to the SDO result of the 2024 SDO printed of the
Palawan action Palawan copies of Action
research Completed Research
conducted Action submitted to
Research SDO
Palawan

VI – Cost Estimates

The estimated amount to be spent for the completion of this study is shown below:

RESOURCES
ACTIVITIES NEEDED/SOURCE BUDGET/AMOUNT
OF FUND
PRE-IMPLEMENTATION PLAN
Preparation and Bond Paper, folder, and Php. 200.00
submission of action Printing of Action
research proposal for Research Proposal
approval.
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Dissemination of content
of the approved proposal Bond paper and
for information and printing of Attendance Php.500.00
commitment of support Sheet and Commitment
for its implementation. Form
Simple Snacks (juice
and bread)
IMPLEMENTATION PLAN
Conduct of orientation Bond paper and
printing of Minutes of Php. 500.00
meeting
Simple Snacks (juice
and bread)
Administration of Pre- Bond paper and
Test and Post-Test printing Questionnaire Php. 200.00
Transportation, Printing, Vellum paper and
Photocopying, printing of certificates Php. 2,500.00
Reward and Incentives

Recording/Documenting, Bond paper, Folders Php. 250.00

and printing of
Compiled Forms and
Lists
Distribution, collection, Bond paper and
and analysis of research printing of Research Php. 150.00
instrument/tool Instrument/tool and
result form
POST IMPLEMENTATION PLAN
Drafting/Preparation of Bond paper and
Action research Write up printing of Research Php. 200.00
Results and Action
Research Write-Up
Communication of Bond paper and
research results printing of Minutes of Php. 500.00
Meeting and
Attendance Sheet
Simple Snacks (juice
and bread)
TOTAL: 5,000.00

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VII – Plans for Dissemination and Utilization

Research proposal and the completed copies are expected to be kept by the

researcher. These will be shared to school principal, teachers, and school community

members before, during and after the implementation of this study. The

dissemination will be done during faculty meetings and LAC session.

The researcher is planning to disseminate the set approved and Completed

Action Research to schools in elementary level in the Schools Division Office of

Palawan. Further, the researcher will allow the public libraries to have a copy of the

same for future reference.

VIII – References

Deborah Daiek and Nancy Anter, (2019). Critical Reading and

Beyond, McGraw-Hill: Newyork.

Deanne Spears, (2018). Developing Critical Reading Skills, McGraw-Hill:

New York.

Heilman, Athur, W, (2018). Principle and Practice of Teaching Reading, fifth

edition.

Kenyon, (2018). Reading Encouraging Intermediate Phase Learners to Read

More.

PSP. R, Stone, (2019). Best Practices for Teaching Reading, United States of
America: Library of Congress Cataloging-in-Publication Data.

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 Questionnaire A
Holistic Learning Experiential Sheet

To Respondents:
Good day!
This questionnaire is an instrument to my study entitled Assessing the Knowledge and
Comprehension of Grade 3 Learners Through Project “LIUSIM” Learn Interactively Using Innovative
Materials. Kindly answer the following questions honestly.

Thank you.
Very truly yours,
The Researcher
--- ----------------------------------------------------------

Name (Optional) _______________________________ Date: __________

Grade/Sec.: _________ Gender: ______

Instruction:
Use the scale below in rating your performance reading. On its opposite,
please check the indicator that corresponds your answer.

Legend:
5- Outstanding 4- Very Good 3- Good 2- Fair 1-Poor
INDICATORS 5 4 3 2 1
As a learner I,
1. Can identify verbs in the sentence.
2. Construct simple sentences using
verbs.
3. Read verbs am, is, are, was, and
were
4. Complete the phrase using possessive
pronouns.
5. Use possessive pronouns in a
sentence.
6. Differentiate verbs as to their usage.
7. Can determine what cause is in a given
sentence
8. Understand the meaning of cause
when it is use in a sentence
9. Find effects in a given passage.
10. Understand the relationship of cause
and effect.

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 Questionnaire A-1

Observational Checklist
For the Teacher-Researcher

Name of Learner: ____________________________ Date: __________ Time:_______

Subject: _______________

Instruction:
Use the indicators below in rating the knowledge and comprehension of the
learners in English concepts and skills based on the following learning competencies.
On its opposite, please check column that corresponds your answer.

INDICATORS YES NO
I observe that, learner
1. Has facility in determining the verbs.

2. Can complete the sentences using verbs

accordingly.
3. Expresses his/her understanding about the
sentence he/she read.
4. Defines the meaning of verbs using context clues.
5. Use group of words to make a meaningful thought.
6. Can use possessive pronouns in sentences.
7. Gives the appropriate possessive pronouns using
word clues.
8. Understands the cause in a given passage.
9. Compare and contract cause and effect relationship.
10. Graphic organizers to show cause and effect
relationship.

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 Questionnaire B

Standardized Test

Name of Learner: ____________________________ Date: __________ Time: ______

Subject: _______________

Instruction:
Read the following sentences and write the correct form of the verb on the blank to
complete the sentence. Use are, is, am, was, or were to complete the sentences.

1. Melanie ___________ happy to see us.

2. We ___________ on time for once.
3. I ________ going to church with my mother.
4. She _______ alone yesterday in her bedroom.
5. They ______ playing basketball last afternoon.

Instruction:
The most common possessive pronouns are listed in the table below. Match each
one to the subject pronoun it can stand for.

her mine my
its his

1. She place ________ bag on the table.

2. That ring has lost ______ shine.
3. You can’t have ______ cookie.
4. This car is _______.
5. My brother lost ________new shoes.

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Instruction:
Read each sentence. Write what you think might be a cause or an effect from
the given cause and effect relationship below.

1. Cause : __________________________________
Effect : The ice cream melted.
2. Cause: Kysha’s celebrated her birthday last Sunday.
Effect: ___________________________________
3. Cause: ___________________________________
Effect: I used an umbrella.
4. Cause: Jake went to the Doctor.
Effect: ___________________________________
5. Cause: ___________________________________
Effect: We turned on the lights.

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